Write My Paper Essays - Trees, Arborist, Land Management

Most arboricultural work in this period was done on large estates, with one or more crews on a single property for one or more weeks. The cost of such jobs commonly ran into thousands of dollars, which was substantial at the time. Although the arborists of the early 1900s were preoccupied with such tree surgery as cavity filling, they were also engaged in pruning. [url="write my paper"]http://essaywritingservices.org/prices.php[/url] It soon became apparent that pruning was far more important than cavity work for general tree maintenance, especially when it became apparent that most cavities develop from improper pruning, or no pruning at all. It also became clear that pruning was essential throughout the life of the tree, and that the importance of early and constant pruning was often overlooked. In their preoccupation with [url="http://www.roanestate.edu/owl/Research.html"]Research Paper[/url] cavity treatment, the early arborists failed to give pruning the priority that need and practicality would demand.

Force Definition and Examples (Science)

Force Definition and Examples (Science) Force is an important concept in physics: Force Definition In science, force is the push or pull on an object with mass that causes it to change velocity (to accelerate). Force represents as a vector, which means it has both magnitude and direction. In equations and diagrams, a force is usually denoted by the symbol F. An example is an equation from Newtons second law: F m ·a where F force, m mass, and a acceleration. Units of Force The SI unit of force is the Newton (N). Other units of force include the dyne, kilogram-force (kilopond), poundal, and pound-force. Galileo Galilei and Sir Isaac Newton described how force works mathematically. Galileos two-part presentation of the inclined-plane experiment (1638) established two mathematical relationships of naturally-accelerated motion under his definition, strongly influencing how we measure force to this day. Newtons Laws of Motion (1687) predict the action of forces under normal conditions as well as in response to change, thus laying the foundation for classical mechanics. Examples of Forces In nature, the fundamental forces are gravity, the weak nuclear force, the strong nuclear force, electromagnetic force, and residual force. The strong force is what holds protons and neutrons together in the atomic nucleus. The electromagnetic force is responsible for the attraction of opposite electric charge, repulsion of like electric charges, and the pull of magnets. Non-fundamental forces are also encountered in everyday life. The normal force acts in a direction normal to the surface interaction between objects. Friction is a force that opposes motion on surfaces. Other examples of non-fundamental forces include the elastic force, tension, and frame-dependent forces, such as centrifugal force and the Coriolis force.

A reflective portfolio where you identify your learning requirements Essay

A reflective portfolio where you identify your learning requirements and discuss how you addressed those needs - Essay Example curriculum: reflexive practice is critical to establishing a proper corporate strategy and aligning people, tools and measurement instruments to guarantee business success. I first learned that corporate strategy development must consider the external market, internal stakeholders and the conditions of the marketplace in order to be successful. Hence, there is a need to harmonize resources and people effectively in order to maintain a competent competitive position in the market and ensure operational efficiency. This means being able to develop a team environment in which workers are motivated, considering quality of outputs, determining an effective marketing strategy and further maximising efficiency of operations. I was highly intrigued to understand the inter-dependency of marketing to the achievement of strategic goals. According to theory, companies that are the first-to-market with a new innovation actually become the pioneers that define the product category and maintain strong advantages (Agarwal and Gort 2001). First-to-market innovators become a model through which consumers judge late entrants into a marketplace and are often viewed more favourably by the consumer market (Kalyanaram and Gurumurthy 2008). For a business that desires to be a first-to-market innovator as a competitive tool, it is critical that a company maintains a well-developed marketing strategy, part of brand management. According to marketing theory, building a strong brand provides economic and competitive benefits for a business, provides less vulnerability to the marketing activities of competition, and provides more extensive word-of-mouth from consumer markets (Gounaris and Stathakopoulos 2004). One example of how a first-to-market innovator managed to gain consumer preference is the Sony Corporation with the release of the pioneering Sony Walkman in the early 1980s which revolutionized mobile consumer recreation. By having an effective promotional strategy, this company

The Influence of Materials Properties on Structural Form and Behaviour Essay

The Influence of Materials Properties on Structural Form and Behaviour - Essay Example As the discussion stresses  during the selection of materials to be used for engineering purposes, certain properties that include tensile strength, impact strength, as well as hardness is essential in indicating how suitable the selection for the material is, although the engineer has the obligation of ensuring that radiography together with other properties for the material are in line with required specifications.From this paper it is clear that  there has been an increase in popularity of plastics and polymeric materials in engineering. As much as these are inferior to majority of the metallic materials as far as temperature resistance and strengths are concerned, these have been used in corrosive environments as well as in other areas that require minimum wear, for example in small gear wheels that were initially manufactured from hardened steel, are currently produced from Teflon or nylon.  The performance of these materials is satisfactory; they are quiet and are in no n eed for lubrication. In this respect, therefore, prior to selection of material or even the designing of components, there is need for an individual to have sufficient knowledge of the process requirements, the limitations of operation like the non-hazardous and hazardous conditions, the continuous and the non-continuous operations, raw material availability together with the availability of spares and other alternate material.a

The reasons why UK (based in the borough of Ealing) residents travel Dissertation

The reasons why UK (based in the borough of Ealing) residents travel domestically versus internationally - Dissertation Example Whenever a person decides to leave his home to go on a journey somewhere for the sake of experiencing a change of scene, to explore a new environment, experience new cultures or on a religious pilgrimage, then that person is a tourist (Cooper, 2005, 4). From the foregoing, it is quite obvious that the idea of going on a tour is a conscious decision that goes together with planning before one embarks on the actual journey. It is interesting to find out what influences such a decision. Among the options open to any prospective tourist is whether to travel locally within one’s country or internationally. Knowledge of the factors that influence this decision is important to players in the tourism industry because they can influence these decisions during their tourism promotion (Cooper, 2005, 4). The importance of international tourism as an income generating activity for countries cannot be gainsaid. In 2008 international tourism worldwide garnered a colossal â‚ ¬ 642 billion raised by 922 million tourist arrivals. This was despite a drop of 2% in tourist travel worldwide in June 2008 due to the recession that hit the world at the time. This shows that this is quite an important sector that any particular country can only take for granted at its own peril (WTO, 2009, 14). Moreover, countries such as Egypt, Greece, Lebanon, Spain and Thailand depend to a great extent for their income on tourism. These countries have great long running histories with the pyramids and mummies in Egypt and the historical edifices and culture in Greece as examples. As for little island states like The Maldives, Bahamas, Fiji, Seychelles and Philippines, tourism is simply their lifeline (WTO, 2009, 15). In Borough of Ealing, in London Britain, just like in other places, tourism plays an important role in provision of Employment. If one takes the wider national setting, by 2010 the tourism industry in Britain had already employed 2.65 million persons in 200,000 different compan ies. 80% of these companies were Small and Medium Enterprises (SMEs) which were either directly owned by youths under 35 years or mostly employed the youth in that category (Tourism Alliance, 2011). Borough of Ealing is an administrative division to the west of the city of London. Though it has its own administrative system, it is still part of the larger London. Boroughs are administrative divisions within major cities so formed to make the administration of the wider city manageable and efficient (Heritage Dictionary, 2000, 142). Like other Boroughs, Ealing struggles to raise part of the revenue it uses for administrative, social welfare and development purposes. One of the sources of such revenue is of course local and incoming tourists. For the purposes of this paper, the focus is on tourism in Borough of Ealing in Britain in particular and the wider London and Britain in general. In Britain tourism is a very important sector with 14.1 million visitors arriving in 2009 alone and raising over â‚ ¬ 21 billion in revenue (WTO, 2009, 15). On average tourism generates â‚ ¬ 19 billion annually out of which â‚ ¬ 3.5 billion goes directly to the exchequer. In fact in 2009 Britain was the 7th most visited tourism destination. It was also the 3rd largest source of tourists in the world after Germany and the United States. Moreover, London was the second most visited city in the world coming second only to Paris, France (WTO,

Theories In First Language Acquisition English Language Essay

Theories In First Language Acquisition English Language Essay Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience. Definition First Language Acquisition First Language Acquisition or also known as the Child Language Acquisition is a process whereby children from infancy through early school years acquire their first languages (Lightbown Spada, 2006). The term First Language Acquisition or FLA can be referred to the field that investigates the process by which children develop to use words and sentences in their first language, to communicate with other people (Dictionary of Sociolinguistics, 2004). Second Language Acquisition According to a Dictionary of Sociolinguistics (2004), the term Second Language Acquisition or SLA can be referred to the academic discipline that investigate the process of human when learning second language (L2) or additional languages other than the first language. It involves the ability of people to use and develop a complex system of sound, word, sentence structure, and meaning of any non-native language (Encyclopedia of Cognitive Science, 2005). It also tries to understand factors such as environment, individual differences, and social aspect which can be crucial factors underlining the acquire of second language (Ortega, 2009). Theories in First Language Acquisition Various theories and approaches have been developed over the past years attempting to study and analyze how do children acquire their mother tongue. This essay will identify two main theories that explain the learning process of the childs first language: Behaviourism and Nativist or Innateness theory. Behaviourism The behaviorism theory assumes how do children speak that children imitate what they hear, and then continue with positive support, children learn language through conditioning and habit formation (Ellis, 2008). According to B.F. Skinner and his colleagues (Gass Larry, 2008), learning or a change of behaviour on the part of the learner, is brought about by a process known as operant conditioning which is the result of repeated training. Operant means voluntary behaviour which is the result of learners own free-will and is not forced by any outsider or thing (Ortega, 2009). The learner will demonstrate the new behaviour first as a response to a system of a reward or punishment, and finally it will become an automatic response. Behaviourists believe that learning a language is no different from learning anything else. It becomes a habit by the stimulus-response-reinforcement-repetition process (Cook, 2001). The behaviourists also claim that we learn by imitation and by association (Lightbown Spada, 2006). However, psycholinguists argue that imitation is not enough because it is not only the mechanical repetition but also natural exposure that children acquire language (Cook, 2001). Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing. Nativist or Innateness theory Unlike the behaviourist approach that does not take into consideration the childs own cognitive processes, the Innateness Hypothesis proposed by linguist Noam Chomsky supports the idea that language acquisition has a biological foundation (Ortega, 2009). He claims that children learn their first languages through cognitive learning and acquires them by natural exposure (Ortega, 2009). That means both nature and nurture influence the acquisition of language in children. He hypothesized that children are born with a specific innate ability to discover for themselves the underlying rules of a language system on the basis of the samples of a natural language they are exposed to (Lightbown Spada, 2006). This innate endowment was seen as a sort of template, containing the principles that are universal to all human beings. This is called Universal Grammar (UG). As defined by Chomsky (1976, as cited by Cook, 2001 pp181-182) Universal Grammar is the system of principles, conditions, and rule s that are elements or properties of all human languages à ¢Ã¢â€š ¬Ã‚ ¦ the essence of human language. According to Chomsky, there are principles, which allow or prevent a specific structure from occurring in all human languages, and parameters, which govern ways in which human languages differ, usually expressed as a limited choice between two options (Cook, 2001). These principles and parameters are built in the human mind. In other words, children have an innate faculty that instructs them while learning of language (Mitchell and Myles, 2004: 33). Chomsky also introduced the Language Acquisition Device or LAD to explain that there is some innate mental capacity which help the children to process all the languages they hear since they were born (Cook, 2001). Thus, from the innatist approach, language is an innate or in-born process. Children learn language by application. It argued that language learning is not a behavior but a specific mental process and emphasized on the important role of exposure to language. Theories in Second Language Acquisition Behaviourism Behaviourism gave birth to a stimulus-response (S-R) theory which sees language as a set of structures and acquisition as a matter of habit formation (Larsen-Freeman Long, 1991). By ignoring any internal mechanisms, it takes into account the linguistic environment and the stimuli it produces. It is suggested that learning is an observable behaviour which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (2004), [B]ehaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Larsen-Freeman and Long (1991) consider that S-R models offer little promises as explanations of SLA, except for perhaps pronunciation and the rote-memorization of formulae. This view of language learning emerged research on contrastive analysis, especially error analysis (Ortega, 2009) . It has the main focus of which is the interference of ones first language in the target language. According to Ellis (2008), an important reaction to behaviourism was the interlanguage studies, as the simple comparison between first and second language neither explained nor described the language produced by L2 learners. In this essay, interlanguage studies will be excluded as the concern of the area has been mainly with the acquisition of grammatical morphemes or specific language structures. Universal grammar theory According to Cook (2001), as a counterpoint to the environmental perspective, Chomskys followers try to understand SLA in the light of his universal grammar (UG) theory, a human innate endowment. Chomsky is interested in the nature of language and sees language as a mirror of the mind (Gass Selinker, 2008). Although he is not concerned with SLA, his work has been influencing studies in this area. According to his theory, it can be seen that every human being is biologically endowed with the Language Acquisition Device (LAD), which is responsible for the initial state of language development. The UG theory considers that the input from the environment is insufficient to account for language acquisition. In the same perspective, White (2003:22) says that [I]f it turns out that the L2 learner acquires abstract properties that could not have been induced from the input, this is strongly indicative that principles of UG constrain interlanguage grammars, parallel to the situation of L1 ac quisition. As Mitchel and Myles (2004:94) remind us, The universal Grammar approach is only interested in the learner as a processor of a mind that contains language and not as a social being. Comprehension hypothesis Influenced by Chomskys assumptions on language as an innate faculty, Krashen developed an influential proposal to explain SLA which he first named as monitor model with emphasis on the contrast between learning and acquisition, then called it the input hypothesis (Krashen 1978, cited in Lightbown Spada, 2006). It focuses on the data which feed acquisition, and more recently, comprehension hypothesis emphasizing the mental process as responsible for acquisition (Ellis, 2008). According to Krashen (2004:1), [T]he Comprehension Hypothesis is closely related to other hypotheses. The Comprehension Hypothesis refers to subconscious acquisition, not conscious learning. The result of providing acquirers with comprehensible input is the emergence of grammatical structure in a predictable order. A strong affective filter, such as high anxiety, will prevent input from reaching those parts of the brain that promote language acquisition (Cook, 2001). According to Lightbown and Spada (2006), Kra shens model views acquisition in a linear perspective which not only establishes a cause and effect relationship between input and acquisition but also states that the grammatical structure is acquired in a predictable order. Nonetheless, like in the other theories discussed so far, his theory does not go beyond the acquisition of grammatical structures. Krashens model lacks research evidence. As Cook (2001) points out it makes sense in its own terms but is not verifiable. Interaction theory Other attempts to explain SLA are the different versions of the interaction hypothesis defended by Hatch (1978) and by Long (1981, 1996), who did not accept Krashens Input Hypothesis. Both Hatch and Long consider that input alone is not sufficient to explain SLA. Hatch disagrees that learners first learn structures and then use them in discourse. Hatch considers the reverse possibility. One learns how to do conversation, one learns how to interact verbally, and out of this interaction syntactic structures are developed (Harch, 1978 p. 404). Based on an empirical study, Long (1981) observed that in conversations between native and non-native speakers, there are more modifications in interaction than in the input provided by the native speakers. Long does not reject the positive role of modified input, but claims that modifications in interactions are consistently found in successful SLA. Long (1996) suggests that negotiation for meaning, especially negotiation work that triggers inter actional adjustments by the NS or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productiveways. However, Larsen-Freeman and Long (1991) argue that the interactionist views are more powerful than other theories because they invoke both innate and environmental factors to explain language learning. Similarities and Differences between FLA and SLA Age: a key factor differentiate L1 from L2 Age can be regarded as another key factor displaying the differences between L1 and L2 acquisition. Since, in the L1 acquisition, children normally complete the process by four to six years old, while the age range in acquiring the L2 can be varied wildly (Ortega, 2009). Moreover, according to Ellis (2008), age is recognized as being important owing to the assumption that older learners tend to be less successful in regard to SLA than younger learners, which may be owing to the fact that target-language norms do not pose as much of a threat to younger learners identities. However, there are two issues that many theorists have been arguing about the relationship between age and L2 acquisition. That the age effect can be approached from biological explanations or from non-biological explanations (Ortega, 2009). From the biological perspective (Gass Selinker, 2008), there is the Critical Period Hypothesis in L2 learning which is proposed by Penfield and Roberts (1959) and Lenneberg (1967). On the other hand, from the non-biological perspective, some researchers have emphasized on the influence of socio-educational and affective-motivational forces (Ortega, 2009).

Othello: the General and His Fall Essays -- Othello essays

Othello: the General and His Fall  Ã‚        Ã‚  Ã‚   The noble Othello in the Shakespearean play of that name has no one to blame but himself; his suicide results. Is his downfall resulting from his naivete and gullibility? Let us study and expose this famous character in this essay.    Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes how Othello carries out Iago’s plan of destruction:    Othello moves to kill Desdemona (Act V, scene 2) with that â€Å"icy current and compulsive course† which he had felt at the end of Act III, scene 3. We hear once more the music and the cold, magnificent images that express his â€Å"perfect soul†:    Yet I’ll not shed her blood, Nor scar that whiter skin of hers than snow, And smooth as monumental alabaster.    He tells himself that he is sacrificing Desdemona to â€Å"justice†; but we see how clumsily (like a great baby) he fumbles to get Desdemona smothered at the second try; how he roars and blubbers when it’s over. When Emilia yells at him, â€Å"O gull! O dolt!† she only puts a name to what we have seen, even while the great Othello music was in our ears. (137)    The most radical change during the course of the drama is undergone by the protagonist, the Moor. Robert Di Yanni in â€Å"Character Revealed Through Dialogue† states that the deteriorated transformation which Othello undergoes is noticeable in his speech:    Othello’s language, like Iago’s, reveals his character and his decline from a courageous and confident leader to a jealous lover distracted to madness by Iago’s insinuations about his wife’s infidelity. The elegance and control, even the exaltation of his early speeches, give way to the crude degradation of his later remarks. (123)    .. ...t Plays: Sophocles to Brecht. New York: Holt, Rinehart and Winston, Inc., 1965.    Coles, Blanche. Shakespeare’s Four Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.    Di Yanni, Robert. â€Å"Character Revealed Through Dialogue.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Literature. N. p.: Random House, 1986.    Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.